A Practical Study of Information Technology Facilitating Interactive Teaching in College English Classrooms
17. März 2025
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Online veröffentlicht: 17. März 2025
Eingereicht: 16. Nov. 2024
Akzeptiert: 18. Feb. 2025
DOI: https://doi.org/10.2478/amns-2025-0311
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© 2025 Hong Meng, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
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The interaction of teachers and students in English classroom teaching
| Primary dimension | Secondary dimension | The meaning of the content of the index | Students and students interactive evaluation indicators |
|---|---|---|---|
| Relational dimensions | Teacher-student relationship | The teacher’s preferences, trust and respect for the students’ behavior and behavior | I like the English teacher’s class. He/she is humorous and kind |
| I love my teacher and I trust my teacher’s words and actions | |||
| The teacher respects us very much, and the class is not at random | |||
| When you are in a class, you will be able to remind you in a gentle/gentle way | |||
| English classes are always active and humorous in class | |||
| The interaction between the teacher and the student | The type of interaction between teachers and students, students and students in the classroom | In class, the problem of meeting is the discussion with the English teacher | |
| In class, the teacher will communicate or guide myself | |||
| When small problems discuss problems, teachers will participate in the guidance | |||
| In class, I prefer to communicate with his classmates | |||
| My classmates gave me a clearer explanation of the problem than the teacher | |||
| My team is active in discussion, and different opinions can be solved by books, dictionaries or teachers | |||
| Individual dimension | Learning attitude | To face the learning and difficulty of English subject | I don’t want to listen to the questions in class |
| I find it difficult to learn English, not listen to the teacher and do other things in class | |||
| If I don’t have to have an English class, I will feel happy | |||
| I will be afraid of the English exam | |||
| Learning English can be absorbed in reading, answering, and not affected by the external environment | |||
| In English class, I will talk to my classmates and relax | |||
| Student participation in class | Students’ ability to participate in, cognitive and emotional participation | In this class I pay more attention to communicating with others | |
| In class, I always follow the teacher’s thoughts and think positively | |||
| The teacher can respond positively when asked, and the miss can actively participate in the discussion | |||
| When I get to English class, my speech will increase | |||
| The number of times I took active thinking in English class increased | |||
| The teacher talks about the knowledge of the issue of the issue | |||
| I never slept in English class | |||
| System dimension | Use the information technology media to interact | In the information environment, the transition of students’ classroom participation and motivation, and the teaching effect of the class | I will listen more carefully with multimedia/electronic whiteboards |
| I think using multimedia/electronic whiteboard class, the classroom will be more active, and the students and students will communicate more | |||
| Using multimedia/electronic whiteboard teaching, I have increased frequency with teachers or other students | |||
| I think it helps to improve my learning effect by using multimedia/electronic whiteboard classes | |||
| After using multimedia class, my failure was high | |||
| I will listen more carefully with multimedia/electronic whiteboards | |||
| Teaching effect | Through classroom learning, students can immediately reflect the learning effect | I like the classroom atmosphere of the class, which is satisfactory | |
| I know to do this class in class | |||
| We can all finish the classroom task assigned by the teacher | |||
| My English exam is very good | |||
| When the students asked me questions that they didn’t understand, I could answer questions for them | |||
| I don’t have to spend a lot of time studying English after class to understand the main points of knowledge in this lecture |